by Ayse KOK, Turkish Journal of Distance Education
Recent epistemological and psychological theories have moved focus away from the individual to the social and constructive nature of knowledge. In contrast to the acquisition perspective which considers the mind as being a container, knowledge as a substance and learning as the transfer and addition of substance to mind, the participation perspective derives from studies of learning which understands learning as participation in communities of practice (Lave & Wenger, 1991). Accordingly, knowledge is socially constructed through collaborative efforts in dialogic interaction (Salamon, 1997). Cognition is also based on distributed access to information and a shared understanding amongst participants (Hutchins, 1995). The learning implications of this epistemology are profound. First, learning is situated, contextual and closely tied to the situation in which knowledge is being created (Brown et al., 1989; Lave & Wenger, 1991). Legitimate peripheral participation occurs through the attainment of the subjective perspective of individuals engaged in a shared enterprise that is contained within artifacts, behaviour and language (Lave & Wenger, 1991). Learning is more about becoming a practitioner through social interaction with others than learning about the practice (Brown& Duguid, 1991).
http://tojde.anadolu.edu.tr/tojde39/articles/article_5.htm
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